Date

11-11-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Gilbert Ernest Franco

Disciplines

Psychology

Abstract

This qualitative phenomenology study investigated the perceptions of parents and clinicians about the cognitive and social characteristics of children aged between 18 to 36 months who have Speech Delay (SD) and Autism Spectrum Disorder (ASD), focusing on lived experiences of toddlers in problem-solving, symbolic play, social engagement, and nonverbal communication. Developmental Psychopathology, Social Pragmatic Theory, and the Ecological Systems Theory of Bronfenbrenner provided the theoretical framework for the study to identify developmental patterns that guide early intervention and diagnostic accuracy.

Following IRB approval (IRB-FY25-26-1463), 32 participants (23 parents, 9 clinicians) were interviewed in a semi-structured format between April 18 and May 8, 2026. The maximum sample size approved by the IRB was 40, however, data saturation was achieved at 32, and data collection was stopped. Though it was expected that interviews would be 45-60 minutes long, interviews varied between 15 to 30 minutes because the participants provided rich responses within a shorter timeframe. Data analysis involved the transcendental phenomenology framework developed by Moustakas (1994) and a total of 22 unique themes were generated, which included parent themes (specific for SD, specific for ASD, common) and clinician themes only. Parent-clinician comparison matrix showed that parents were concerned about day-to-day life and communication problems, but clinicians were more interested in diagnostic criteria.

The findings revealed different developmental patterns. The toddlers with SD showed normal motor development, good social motivation, joint attention, pretend play, flexibility, and non-verbal problem solving. On the other hand, toddlers with ASD had inconsistent joint attention, restricted pretend play, solitary play, slow social warm up, routine dependency, and sensory related behaviors. The common themes were the role of families, barriers to therapy access, and child persistence. The importance of diagnostic differentiation, social reciprocity, functional communication, and play assessment was highlighted by clinicians.

This study fills an existing qualitative literature gap, emphasizing screening at an early stage, family-based approach to care, and interventions tailored to the specific needs of patients. The limitations of the research include purposive sampling, self-reporting, and excluding families not speaking English. Biblically, the study is based on Proverbs 31:8-9 and Philippians 1:6, advocating for compassionate care for vulnerable children and their families.

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